Die Quellen der Verblödung in Nordamerika

Zwei beachtliche Erkenntnisse.

USA

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Der Fachsender für Bildung und Wissenschaft, Foxnews, weiß zu berichten, weil ein Lehrer dort schreib: America’s
massive labor crisis started in the classroom, not the workplace

Eigentlich wie bei uns: Die Gesellschaft stürzt intellektuell völlig ab, begiebt sich auf das Niveau einer Schafherde:

America has nearly 7 million unfilled jobs. Some of those positions remain open because employers can’t find workers with the right technical skills. But ask business owners directly and you’ll hear something different.

Too many candidates can’t show up on time; struggle to take initiative or accept constructive criticism. They can’t solve problems without detailed instructions, nor can they handle an ordinary setback without falling apart.

Politicians and pundits might blame globalization, automation or data centers. They’re looking in the wrong buildings.

[…]

Too many schools stopped teaching reading, writing and arithmetic, sure. But they also stopped teaching resilience, responsibility, perseverance and initiative. The idea that a child’s feelings matter more than her performance became a paramount concern in schools.

The “child-centered” classroom sounds compassionate. Who wouldn’t want children to come first? But there is a real difference between putting a child first and teaching her she is the center of the universe.

Eindeutig Ergebnis dieser linken, woken Politik. Die Kinder lernen nicht mehr nur nicht mehr zu lesen, zu schreiben, zu rechnen, sondern auch kein Durchhalten, keine Initiative, kein Dranbleiben mehr. Stattdessen erzählt man ihnen, sie seien der Mittelpunkt des Universums. Und das Ergebnis sind Idioten, die auf dem Arbeitsmarkt zu nichts zu gebrauchen sind. Sie haben 7 Millionen offene Jobs. Man hat den Lehrern die Kritik systematisch ausgetrieben:

Educators like me were increasingly discouraged from giving failing grades, from delivering honest criticism or from enforcing meaningful consequences. Participation trophies replaced accomplishment. Inflated grades replaced excellence. Protecting self-esteem became more important than preparing students for adulthood.

That’s backward. A child doesn’t build confidence by being told she’s wonderful. She builds it by doing something difficult and discovering she can succeed. Take away the difficulty, and all you’ve handed her is an unearned feeling of accomplishment, which is not the same thing at all.

Eliminating homework, lowering standards and minimizing testing might lower stress and ease disappointment, but pressure, deadlines, competition and failure are not obstacles to growth. They are often a student’s greatest teachers.

Instead, too many classrooms became paint-by-numbers exercises: Follow the rubric. Memorize the answer. Don’t take risks. Wait for instructions. Too many schools have become unrealistic experiments where students rarely experience meaningful consequences until they leave the schoolhouse.

Mit anderen Worten: Man hat Kinder zu gehorsamen Sozialisten abgerichtet.

Business owners regularly describe interviewing graduates with impressive degrees but who expect executive positions before they’ve demonstrated executive ability. They expect flexibility before responsibility, promotion before performance and praise before productivity. These expectations come with their school diplomas — and the fancier the school, the higher the expectation.

But no matter the school, most American students have been taught how to regurgitate facts without thinking critically. This is why, when asked to solve a problem independently, too many respond: “Nobody told me I had to think about that.” When given constructive criticism, they don’t ask how to improve — they ask to speak with HR.

Man hat eine Gesellschaft völlig zerlinkst.

Kanada

Kanada geht’s auch nicht besser. Epoch Times: Study Says DEI Has Lowered Canadian Research Quality, Based on Output and Citation Analysis

Diversity, equity, and inclusion (DEI/EDI) policies in Canada’s federal research system have weakened academic research and reduced overall academic performance at Canadian universities, according to a new report by the Macdonald-Laurier Institute.

The report, released Sept. 1, bases its conclusions on an analysis of Canada Research Chair (CRC) holders from 2016 to 2025, comparing their research output and citation rates. The researchers also examined EDI-related language in chair descriptions and compared results across demographic groups and research fields.

The authors argue the increased emphasis on EDI targets in awarding Canada Research Chairs has resulted in an “equity-excellence trade-off.”

“Our analysis reveals that EDI has actively weakened Canadian research and reduced overall academic performance at Canadian universities,” writes the report’s authors Eric Kaufmann, Leif Rasmussen, and Jonah Davids.

[…]

In their methodology, the researchers assessed the number of articles a scholar had published and the frequency with which their work was cited in other publications, known as the h-index. They obtained this data via OpenAlex, a large database of scholarly research.

The analysis was controlled statistically including for length of career, discipline, and whether the academic in question held a Tier 1 or Tier 2 CRC chair, as well as the year the chair had been awarded.

[…]
The report found average h-index scores of 18 for black or indigenous chairs, 28 for female chairs, and 38 for white or Asian male chairs. The authors said the differences were statistically significant after applying control factors such as discipline, career length, and chair tier.

As ethnicity data was not supplied by the CRC or reported by academics, the researchers said they inferred ethnicity from names and publicly accessible information using artificial intelligence and human review.

The study estimates that the differences in h-index scores associated with female, black, and indigenous chairholders represent a productivity loss equivalent to 12 to 15 percent of the average annual value of a chair.
The authors estimate that the productivity gap, combined with spending on EDI-oriented research they characterize as “scholar-activist,” amounts to about $36 million per year.

Von wegen „diversity is our strength“. Obwohl das schon danach riecht, Korrelation für Kausalität zu halten, aber schon die Korrelation ist ein Problem.

Die Anzeichen mehren sich, dass linke Politik alles zerstört.

Genau wie bei uns, denn bei uns herrscht die gleiche Politik.